HIGH SCHOOL BNCC IN THE AMAZONIAN AMAPA

analysis of formative itineraries in the school curriculum

Abstract

This study addresses the implementation of the National Common Core Curriculum (Base Nacional Comum Curricular - BNCC) in high schools in the Amazon region of Amapá. The main objective is to investigate the perceptions and positioning of pedagogical coordinators regarding the formative itineraries and the implications of the New High School (Novo Ensino Médio - NEM) curriculum in the region's schools. The study seeks to understand how these coordinators perceive the integration of the new guidelines and how they impact local educational development. The adopted methodology was qualitative, using the investigative method based on Historical-Dialectical Materialism (HDM), focusing on the categories of totality, mediation, and contradiction. The research was undertaken through fieldwork, via semi-structured interviews. In addition, a focus group with two pedagogical coordinators was conducted to deepen the analysis of the interview responses. The results show that the coordinators have different views on training itineraries and flexible human training, in which students adapt to market changes in an increasingly technological reality. In addition, teacher training is flexible and fast paced, in order to manage the new format of secondary education, which requires different skills in elective classes and projects. Pedagogical work is required to diagnose the specific students' realities within the context of the Amapá Amazon, cultivating local knowledge, as well as the diverse identities and cultures that exist in Serra do Navio-AP.